conclusion

end notes

1. van der Berg, S., Selkirk, R. and van Wyk, C. 2020. ‘Schools in the time of Covid-19: possible implications for enrolment, repetition and dropout’.

Commissioned by the Dg Murray Trust, citing 2018 Department of Basic education data. available at: https://ideas.repec.org/p/sza/wpaper/wpapers355. html.

2. Branson, M., Hofmeyr, C. and Lam, D. 2013. ‘Progress through school and the determinants of school dropout in South africa’. SaLDRU Working Paper 100.

3. De Witte, K., Cabus, S., Thyssen, g., groot, W. and van den Brink, H.M. 2013. ‘a critical review of the literature on school dropout’. Tier Working Paper

Series: Tier WP 14/14.

4. van der Berg, S., Selkirk, R. and van Wyk, C. 2020. ‘Schools in the time of Covid-19: possible implications for enrolment, repetition and dropout’.

Commissioned by the Dg Murray Trust.

5. Hoadley, U. 2020. ‘Covid-19 and the South african curriculum – working paper’. Commissioned by the Dg Murray Trust.

6. Spaull, n., ardington, C., Bassier, I., Bhorat, H., Bridgman, g., Brophy, T., Budlender, J., Burger, R. et al. 2020. nIDS-CRaM: Wave 1. available at: https:// cramsurvey.org/reports/#wave-1.

7. Department of Higher education and Training. 2017. Factsheet on neeTs. DHeT, Pretoria. available at: http://www.dhet.gov.za/Planning%20

Monitoring%20and%20evaluation%20Coordination/Fact-sheet-on-neeTs-Final-version-27-Jan-2017.pdf.

8. Spaull, n. 2015. ‘Schooling in South africa: how low-quality education becomes a poverty trap’. In De Lannoy, a., Swartz, S., Lake, L. and Smith, C. (eds), 2015. Children’s Institute, University of Cape Town.

9. National Qualifications Framework (NQF) Level 4. The NQF is an integrated framework that awards registered learners with national accreditation based on their skills and knowledge. The nQF is made up of 10 levels that fall within 3 bands: The general education and Training (geT), the Further education and Training (FET) band and Higher Education. A matric, or qualifications of a similar level, are classed as NQF4.

10. gustafsson, M. 2011. ‘The when and how of leaving school: The policy implications of new evidence on secondary schooling in South africa’. Working

Papers 09/2011, Stellenbosch University, Department of economics.

11. DHeT. 2018. Statistics on post-school education and training in South africa.

12. Statistics South africa. 2020. Quarterly Labour Force Survey: Q1.

13. Branson, n., De Lannoy, a. and Kahn, a. 2019. ‘exploring the transitions and wellbeing of young people who leave school before completing secondary education in South africa’. South african Labour and Development Research Unit, University of Cape Town, Working Paper 244.

14. Ibid.

15. Statistics South africa. 2020. Quarterly Labour Force Survey: Q1.; van der Berg, S. and gustafsson, M. 2017. ‘Quality of basic education: a report to working group 1 of the High Level Panel on the assessment of Key Legislation’, Research on Socio-economic Policy, University of Stellenbosch;

Mlatsheni, C. and Ranchhod, v. 2017. ‘youth labour market dynamics in South africa: evidence from nIDS 1-2-3’, Working paper 39. Research Project on employment, Income Distribution and Inclusive growth. University of Cape Town.

16. Statistics South africa. 2020. Quarterly Labour Force Survey: Q1.

17. Spaull, n., ardington, C., Bassier, I., Bhorat, H., Bridgman, g., Brophy, T., Budlender, J., Burger, R. et al. 2020. nIDS-CRaM: Wave 1. available at: https:// cramsurvey.org/reports/#wave-1.

18. Spaull, n., Oyenubi, a., Kerr, a., Maughan-Brown, B., ardington, C., Christian, C., Shepherd, D. Casale, D. et al. 2020. Synthesis report: nIDS-CRaM Wave 2. available at: https://cramsurvey.org/reports/#wave-2.

19. Branson, n., De Lannoy, a. and Kahn, a. 2018. ‘exploring the transitions and well-being of young people who leave school before completing matric’,

South african Labour and Development Research Unit, University of Cape Town. Working Paper 244. available at: https://www.dpme.gov.za/ publications/NIDS%20Wave%205/Incomplete%20education_final.pdf.

20. Ibid.

21. Buyase, M. and Zwane, T. 2015. ‘Does education pay in South africa? estimating returns to education using two stage least squares approach’.

International Business and economics Research Journal, vol. 14(6): p807-814.

22. Branson, n., De Lannoy, a. and Kahn, a. 2018. ‘exploring the transitions and well-being of young people who leave school before completing secondary education in South africa’. South african Labour and Development Research Unit, University of Cape Town. Working Paper 244. available at: https:// www.dpme.gov.za/publications/NIDS%20Wave%205/Incomplete%20education_final.pdf.

23. van den Berg, S. and gustafsson, M. 2017. ‘Quality of basic education: a report to Working group 1 of the High Level Panel on the assessment of Key

Legislation’. Research on Socio-economic Policy, Department of economics, University of Stellenbosch.

24. Buyase, M. and Zwane, T. 2015. ‘Does education pay in South africa? estimating returns to education using two stage least squares approach’.

International Business and economics Research Journal, vol. 14(6): p807-814.

25. Statistics South africa. 2020. Quarterly Labour Force Survey: Q2.

26. Mlatsheni, C. and Ranchhod, v. 2017. ‘youth labour market dynamics in South africa: evidence from nIDS-CRaM 1-2-3’, Working paper 39. Research

Project on employment, Income Distribution and Inclusive growth. University of Cape Town.

27. amnesty International. 2019. Broken and Unequal: The State of education in South africa. available at: https://www.amnesty.org/download/Documents/ afr5317062020english.pdf.

28. Spaull, n. 2015. ‘Schooling in South africa: how low-quality education becomes a poverty trap’. In De Lannoy, a., Swartz, S., Lake, L. and Smith, C. (eds), 2015. Children’s Institute, University of Cape Town. available at: http://ci.org.za/depts/ci/pubs/pdf/general/gauge2015/Child_gauge_2015-Schooling.pdf.

29. Spaull, n., ardington, C., Bassier, I., Bhorat, H., Bridgman, g., Brophy, T., Budlender, J., Burger, R. et al. 2020. nIDS-CRaM: Wave 1. available at: https:// cramsurvey.org/reports/#wave-1.

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31. govender, P. 2016. ‘Sa still bottom of the class in science and maths but there’s cause for some optimism’. Mail & guardian, 1 December 2016. available at: https://mg.co.za/article/2016-12-01-00-sa-still-bottom-of-the-class-in-science-and-maths-but-theres-cause-for-some-optimism.

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33. van der Berg, S., Selkirk, R. and van Wyk, C. 2020. ‘Schools in the time of Covid-19: possible implications for enrolment, repetition and dropout’.

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35. Crouch, L. and vinjevold, P. 2006. ‘South africa: access before quality, and what to do now?’ Revista de curriculum y formacion del profeserado, vol. 10(1). available at: https://www.ugr.es/~recfpro/rev101aRT6ing.pdf.

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37. Statistics South africa. 2020. Quarterly Labour Force Survey: Q3.

38. Ibid.

39. De Witte, K., Cabus, S., Thyssen, g., groot, W. and van den Brink, H.M. 2013. ‘a critical review of the literature on school dropout’. educational Research

Review 10, 13-28; Shore, R. 2003. ‘Reducing the high school dropout rate. Kids Count Indicator Brief’. The annie e. Casey Foundation, Baltimore. available at: https://www.aecf.org/m/resourcedoc/aeCF-KCHighSchoolDropouts-2009.pdf.

40. Sabates, R., akyeampong, K., Westbrook, J. and Hunt, F. 2010. ‘School dropout: patterns, causes, changes and policies’. Background paper prepared for the education for all global Monitoring Report 2011. available at: https://unesdoc.unesco.org/ark:/48223/pf0000190771.

41. Shore, R. 2003. ‘Reducing the high school dropout rate. Kids Count Indicator Brief’. The annie e. Casey Foundation, Baltimore. available at: https://www. aecf.org/m/resourcedoc/aeCF-KCHighSchoolDropouts-2009.pdf.

42. The george Washington University: Center for equity and excellence in education. 2012. ‘evidence base resources for keeping students on track to graduation’. Report prepared for the virginia Department of education, pg. 8. available at: http://www.doe.virginia.gov/support/school_improvement/ title1/1003_g/resources/evidence_based_resources.pdf.

43. nicholson, g. and Mthethwa, a. 2020. ‘Record pass rate for matrics of 2019’. Daily Maverick Online, 8 January 2020. available at: https://www. dailymaverick.co.za/article/2020-01-08-record-pass-rate-for-matrics-of-2019/.

44. gustafsson, M. 2011. ‘The when and how of leaving school: The policy implications of new evidence on secondary schooling in South africa’, Working papers 09/11, Stellenbosch University, Department of economics. available at: https://ideas.repec.org/p/sza/wpaper/wpapers137.html.

45. Branson. M., Hofmeyr, C. and Lam, D. 2013. ‘Progress through School and the determinants of school dropout in South africa’. South african Labour and

Development Research Unit, University of Cape Town. Working Paper 100. available at: http://opensaldru.uct.ac.za/handle/11090/616.

46. Spaull, n., ardington, C., Bassier, I., Bhorat, H., Bridgman, g., Brophy, T., Budlender, J., Burger, R. et al. 2020. nIDS-CRaM: Wave 1. available at: https:// cramsurvey.org/reports/#wave-1.

47. Ibid.

48. Ibid.

49. Department of Health. 2016. Demographic Health Survey. available at: https://dhsprogram.com/pubs/pdf/FR337/FR337.pdf.

50. Strauss, J. and Thomas, D. 1998. ‘Health, nutrition and economic development’. Journal of economic Literature, vol. 36(2): p766-817.

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53. Ibid.

54. Jain, R., Budlender, J., Zizzamia, R. and Bassier, I. 2020. ‘The labour market and poverty impacts of COvID-19 in South africa’. nIDS-CRaM Wave 1.

55. Safe to Learn. 2020. ‘Safe to learn during Covid-19: recommendations to prevent and respond to violence against children in all learning environments’, May 2020. Available at: https://www.end-violence.org/sites/default/files/paragraphs/download/STL%20COVID%2019%20response%20Key%20 messages_%20%28002%29.pdf.

56. galea, S., Merchant, R. M. and Lurie, n. 2020. ‘The Mental Health Consequences of COvID-19 and Physical Distancing The need for Prevention and early

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57. Soland, J., Kuhfeld, M., Tarasawa, B., Johnson, a., Ruzek,. e. and Liu, J. 2020. ‘The impact of COvID-19 on student achievement and what it may mean for educators’. Brown Center Chalkboard, 27 May 2020.

58. Safe to Learn. 2020. ‘Safe to learn during Covid-19: recommendations to prevent and respond to violence against children in all learning environments’, May 2020. Available at: https://www.end-violence.org/sites/default/files/paragraphs/download/STL%20COVID%2019%20response%20Key%20 messages_%20%28002%29.pdf.

59. Xie J., Tong, Z., guan, X., Du, B., Qiu, H. and Slutsky, a. 2020. ‘Critical care crisis and some recommendations during the Covid-19 epidemic in China’.

Intensive Care Medicine 46, 837-840.

60. giannini, S. 2020. ‘Covid-19 school closures around the world hit girls hardest’. UneSCO. available at: https://en.unesco.org/news/covid-19-schoolclosures-around-world-will-hit-girls-hardest.

61. Branson, n., Hofmeyr, C. and Lam, D. 2013. ‘Progress through school and the determinants of school dropout in South africa’, Working Paper 100.

South african Labour and Development Research Unit, University of Cape Town; gustafsson, M. 2011. ‘The when and how of leaving school: The policy implications of new evidence on secondary schooling in South africa’, Working papers 09/11, Stellenbosch University, Department of economics. available at: https://ideas.repec.org/p/sza/wpaper/wpapers137.html.

62. gustafsson, M. 2011. ‘The when and how of leaving school: The policy implications of new evidence on secondary schooling in South africa’, Working papers 09/11, Stellenbosch University, Department of economics. available at: https://ideas.repec.org/p/sza/wpaper/wpapers137.html.

63. Spaull, n. 2015. ‘Schooling in South africa: how low-quality education becomes a poverty trap’. In De Lannoy, a., Swartz, S., Lake, L. and Smith, C. (eds), 2015. Children’s Institute, University of Cape Town.

64. Ibid.

65. van der Berg, S., Selkirk, R. and van Wyk, C. 2020. ‘Schools in the time of Covid-19: possible implications for enrolment, repetition and dropout’.

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66. Ibid.

67. Cleary, K. 2020. ‘Covid-19: solutions proposed as shocking new child hunger numbers revealed’. Spotlight. available at: https://www.spotlightnsp. co.za/2020/07/15/covid-19-solutions-proposed-as-shocking-new-child-hunger-numbers-revealed/.

68. These insights were drawn from qualitative reports submitted by our implementing partners, drawing on interviews with learners, caregivers and educators in 22 schools across three provinces.

69. Dg Murray Trust. 2020. ‘Public appeal to government: urgent measures to curb the abuse of alcohol linked to gender-based violence’, 24 June 2020. available at: https://dgmt.co.za/public-appeal-to-government-urgent-measures-to-curb-the-abuse-of-alcohol-linked-to-gender-based-violence/.

70. Stein, n. 2017. ‘Textbooks’. In Basic education Rights Handbook, Chapter 15. equal education, Cape Town. available at: https://eelawcentre.org.za/wpcontent/uploads/2017/03/chapter-15-copy.pdf

71. Ibid.

72. van der Berg, S. and Spaull, n. 2020. ‘Counting the cost: COvID-19 school closures in South africa and its impact on children’, Research on Socioeconomic Policy, University of Stellenbosch. available at: https://resep.sun.ac.za/counting-the-cost/.

73. ReSeP discussion of nIDS-CRaM data in van der Berg, S., Selkirk, R., and van Wyk, C. 2020. ‘Schools in the time of Covid-19: possible implications for enrolment, repetition and dropout’. Commissioned by the Dg Murray Trust.

74. van der Berg, S. and Spaull, n. 2020. ‘Counting the cost: COvID-19 school closures in South africa and its impact on children’, Research on Socioeconomic Policy, University of Stellenbosch. available at: https://resep.sun.ac.za/counting-the-cost/.

75. gustaffsen, M. and nuga, C. 2020. ‘How is Covid-19 pandemic affecting educational quality in South africa?’ evidence to date and future risks’. nIDS-

CRaM Wave 1.

76. Mzakwe, S. 2020. ‘Covid-19 highlights importance of adequate school infrastructure and sanitation’. Daily Maverick Online, 18 May 2020. available at: https://www.dailymaverick.co.za/article/2020-05-18-covid-19-highlights-importance-of-adequate-school-infrastructure-and-sanitation/.

77. van der Berg, S. and Spaull, n. 2020. ‘Counting the cost: COvID-19 school closures in South africa and its impact on children,’ Research on Socioeconomic Policy, University of Stellenbosch. available at: https://resep.sun.ac.za/counting-the-cost/.

78. Mbinqo-gigaba, B. 2020. ‘Reopening of school progress report. Portfolio committee on basic education meeting’. available at: https://pmg.org.za/ committee-meeting/30560/.

79. van der Berg, S. and Spaull, n. 2020. ‘Counting the cost: COvID-19 school closures in South africa and its impact on children’, Research on Socioeconomic Policy, University of Stellenbosch. available at: https://resep.sun.ac.za/counting-the-cost/.

80. gustaffsen, M. and nuga, C. 2020. ‘How is Covid-19 pandemic affecting educational quality in South africa?’ evidence to date and future risks’. nIDS-

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81. Ibid.

82. Spaull, n. 2015. ‘Schooling in South africa: how low-quality education becomes a poverty trap’. In De Lannoy, a., Swartz, S., Lake, L. and Smith, C. (eds), 2015. Children’s Institute, University of Cape Town.

83. van der Berg, S., Selkirk, R. and van Wyk, C. 2020. ‘Schools in the time of Covid-19: possible implications for enrolment, repetition and dropout’.

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84. UNICEF. 2017. Series on Improving education participation. Available at: https://www.unicef.org/eca/media/2971/file/Improving_education_ participation_report.pdf.

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